Learning Cycle Lesson Plan Rubric
Name Topic Grade Level X = no Check = yes

Knowledge Concepts (0-5-10)

Concepts are not related to the knowledge content.

Concepts are written as instructional objectives.

Concepts are written as descriptions of activities.

Concepts are not developmentally appropriate.

Concepts are very basic facts.

Concepts are mental images

Concepts are appropriate for the age of student.

Concepts are appropriate for the activity.

Concepts are powerful in that they are easy to generalize to other situations or problems.

Concepts are accurate.

Supporting Information (0-5-10)

Written as objectives.

Not necessary for conceptualization of concept.

Is prior knowledge.

Includes necessary supporting information to conceptualize the concept, however is missing essential information (usually less than 4 for simple concepts).

Includes a list of concepts or facts needed for the construction of the concept.

Includes the necessary supporting information to conceptualize the concept (usually about 5 for simple concepts)

Misconceptions (0-5-10)

 

Identified ideas related to the concept.

Listed only opposites or what is not.

Are concepts that could be created, by not using the supporting information or by using some or all of the supporting information, in an attempt to explain the exploration or the relationship of the supporting information.

Assessment (0-5-10)

Assessment missing or

Asks the students to summarize something about the activity in which they have participated.

Assess for generalization is not included.

Diagnostic assessment.

Assess for conceptualization.

Assess for generalization of concept.

Process Concepts (0-5-10)

Concepts are not related to processes.

Concepts are written as instructional objectives.

Concepts are written as descriptions of activities.

Concepts are not developmentally appropriate.

Concepts are very basic facts.

Concepts are mental images

Concepts are appropriate for the age of student.

Concepts are appropriate for the activity.

Concepts are powerful in that they are easy to generalize to other situations or problems.

Concepts are scientifically accurate.

Supporting Information (0-5-10)

Written as objectives.

Not necessary for conceptualization of concept.

Is prior knowledge.

Includes necessary supporting information to conceptualize the concept, however is missing essential information (usually less than 4 for simple concepts).

Includes a list of concepts or facts needed for the construction of the concept.

Includes the necessary supporting information to conceptualize the concept (usually about 5 for simple concepts)

Misconceptions (0-5-10)

 

Identified ideas related to the concept.

Listed only opposites or what is not.

Are concepts that could be created, by not using the supporting information or by using some or all of the supporting information, in an attempt to explain the exploration or the relationship of the supporting information.

Assessment (0-5-10)

Assessment missing or

Asks the students to summarize something about the activity in which they have participated.

Assess for generalization is not included.

Diagnostic assessment.

Assess for conceptualization.

Assess for generalization of concept.

Materials

   

List is comprehensive.

Activity (0-5-10)

Activity overview missing.

Activity not appropriate for the concept.

Taxonomy missing.

 

Activity overview/objective includes at least who, what, and how.

Activity overview/objective includes exploration and invention.

Are developmentally appropriate for the age of students selected (preoperational K-2, concrete 2-6).

Should motivate students to be engaged in the activity and develop positive attitudes (or dispositions) to continue to learn about the concept or use the concept.

The level of Bloom's Taxonomy is labeled and when possible a high level of student involvement has been selected.

Are designed with a variety of interactions for the students.

Procedure (0-5-10)

Simple outline.

Written description of activities.

Charts, diagrams, activity descriptions are referred to but procedure is incomplete or missing.

Information about student grouping, transitions, or possible suggested results from discourse are missing.

Focus the student's attention on sufficient supporting information to conceptualize the concept.

Include other concepts as appropriate (processes...).

Move from the concrete, to semi-concrete, to the abstract as appropriate.

Include enough detailed information that a substitute teacher would understand how to teach the lesson.

Are designed to motivate or keep students engaged.

Have a majority of interactions as indirect interactions.

Include graphic representations as possible.

Empowers students to become life-long learners. Students asked to lead discussions, formulate ideas, design visuals, generate ideas for discovery activities, and discussion of metacognition.

References worksheets or prepared charts, etc. in the text or in an appendix.

Learning Cycle (0-5-10)

All three stages may or may not be identified.

Exploration: Majority is teacher directed.

Invention: Teacher presents abstract information without appropriate student preparation.

 

All three phases of the learning cycle are correctly identified.

Exploration will allow students to explore the supporting information with enough direction to conceptualize the concept with their manipulation of ideas and possibly materials.

Invention starts with ideas originated by the students exploration and provides multiple opportunities to communicate the concept and its properties visually, orally, and in writing.

Discovery provides students with an opportunity to apply, expand, or use the concept.